Course Preparation for Online Learning: What Faculty Should Know
Nancy Mims, Barbara McKenzie, University of West Georgia, United States ; Michael Waugh, University of Tennessee, United States ; Elizabeth Bennett, University of West Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to explore how distance instructors are using distance technologies in their classes: their practices, problems, solutions, and any emergent patterns. This information will help administrators and faculty members identify training and support needs necessary for program improvements. Faculty, who taught distance courses in a medium size university in the southeastern United States, were surveyed along with higher education faculty in the state who elected to participate in the study through one of two distance listservs in the state. Participants were asked to respond to a variety of open and closed-ended questions dealing with a variety of issues such as types of technologies used, incentives for teaching distance, types of tools used the first class and the most recent distance class, percent of time spent online the first and the most recent distance class, ideal class size, formal training, etc. The surveys were entered into SPSS and analyzed. Inferential statistics were computed. Findings from the exploratory research questions are reported along with any differences across demographic variables (i.e., gender, location, rank, training, years in education and the number of courses taught through distance). Conclusions and recommendations are presented.
Mims, N., McKenzie, B., Waugh, M. & Bennett, E. (2002). Course Preparation for Online Learning: What Faculty Should Know. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2383-2387). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).